Cat instructional design article 1 1. Teaching requirements:
1. Know 7 new words, write 13 new words, and read and write words correctly. Can use "carefree" and "vibrant" to make sentences.
2. Read the text with emotion and recite your favorite parts.
3. Understand the content of the text and how the author writes the characteristics of cats in detail to express his love for cats.
4. Stimulate the interest of loving life and observing after class.
Second, the teaching focus:
Understanding the text vividly and concretely describes the strange characters of naughty cats and big cats, which stimulates students' interest in observing things carefully.
Third, the teaching difficulties:
One sentence in the text can be used to summarize the meaning of paragraphs, and the main content of the text can be summarized by connecting the meanings of paragraphs in series. I feel that the cat's personality is a bit weird. The full-moon kitten is naughty and cute, and I feel the love for cats revealed in the author's text.
Fourth, teaching preparation:
Collect pictures about cats.
Five, teaching time:
Two class hours
Sixth, the teaching process:
first kind
First, uncover the topic.
1. Dialogue: Do the students know the famous writer Lao She? He is an artist of the people. His works often leave a deep impression with accurate words and beautiful sentences. Today, we are going to learn an article written by him.
2. Uncover the topic: cats (read the topic)
3. Introduce Lao She
Second, read the text for the first time and get a preliminary understanding of the content of the text.
1, free soft text reading.
Requirements: Read the new words and polyphones correctly and read the text thoroughly.
Thinking: ① From which two aspects did Mr. Lao She write about cats? ② Grading the text.
2. Read by name and communicate.
The text describes cats from two aspects: "the cat's personality is really strange" and "the full moon kitten is cuter". (blackboard writing)
② Subparagraph: the first paragraph: 1, 2, 3, and the second paragraph: 4.
Third, read "Eccentricity" intensively and experience emotions.
1. Read the paragraph and underline the main meaning of this paragraph. (first sentence)
Teacher: This sentence is the general sentence of the first paragraph.
2. Understand the sentence "The cat's personality is really a bit odd".
Show comparison:
Cats have an odd personality.
Cats have a strange personality.
This cat's personality is really a bit odd.
What does "weird" mean? (eccentric-quite different from the general situation, which makes people feel surprised and strange. This lesson refers to the special and elusive personality of cats. )
Read the tone of the sentence.
3. What characteristics does the first paragraph capture to describe the cat's eccentricity? After reading the first paragraph, exchange teachers' books on the blackboard.
4. Read the first paragraph aloud and experience the strangeness of the cat.
Step 5 experience cuteness
Read the second paragraph (the fourth paragraph) of the text by yourself, and let me know if you feel the cuteness of the kitten.
2 Challenge reading and commenting. Read it together.
Fourth, summarize and read the full text.
1, Mr. Lao She's pen and ink are really hearty. Let's put these words in our minds together!
2. Read the text with emotion.
Verb (abbreviation for verb) assigns homework.
1, familiar with the text;
2. Write words with your heart.
Second lesson
First, check the import.
In this lesson, let's feel the strange cat written by Mr. Lao She, who is simple, honest, playful, earnest and gentle.
Second, taste the words and understand the author's love for cats.
(1) Appreciate the eccentric character of cats in detail (the first paragraph) and realize the author's love for cats.
[1] Self-study Part I
1. Through the study in the last class, we know that cats are honest and playful, and they are serious. What sentences can you read about the cat's honest, playful and serious eccentric character? Read the first part freely and put a "-"under the relevant statements. )
2. Read aloud and communicate. Pay attention to the tone of words and sentences:
(1) really, carefree all day, how, hold your breath, must be. ...
② Contrast: No matter who calls, they don't return. Whoever calls, it won't return.
3. Introduction: This cat's personality is a bit odd. It is honest-it is naughty-it is serious.
Cat instructional design 2. Analysis of teaching content;
This article comes from a narrative written by Zheng Zhenduo, a junior one education edition. This article is the narrative center of this article, and the works have written three stories around this center. Every story is based on the lost cat, so this paper has three characteristics:
1, the plot is tortuous and the structure is rigorous;
2. Grasp the characteristics and describe realism;
3. The meaning of the object is profound. Therefore, I take grasping characteristics and describing details as the focus of this teaching, so that students can learn to describe life with details. It is difficult to grasp lyricism and discuss sentences to understand the author's thoughts and feelings, so that students can clearly reveal the meaning and theme.
Second, the teaching objectives:
1, be familiar with the text, accumulate new words and perceive the content.
2. Taste the language: Understand the author's feelings through detailed description.
3. Understand the profound truth contained in the story through lyrical discussion of sentences.
4. Cultivate students' feelings of being kind to animals and life, and follow the principle of not judging people by their appearances and jumping to conclusions in life.
Third, the analysis of learners' characteristics:
This article is close to students' life and students are interested in reading it. Therefore, it should not be a problem to perceive the content and summarize the story, and students can solve it by themselves in the process of rereading the text; The author should grasp the details to describe the characteristics of the three cats, and reveal the meaning and theme of the works through comparison and contrast, which requires the guidance and joint efforts of teachers in groups.
Fourthly, the choice and design of teaching strategies:
Take the way of independent cooperation and inquiry.
Five, the teaching focus and difficulty:
1, the study of detail description and contrast technique is the focus of this paper.
2. It's difficult to grasp the main idea of lyric argument.
Sixth, the teaching process:
Subject: Cat Teaching Object: Students
Teacher activities, student activities
Design intent
1. Tutorial: Can you talk about the characteristics of your favorite small animals? (Students say that the teacher commented that students should think for one minute and stand up on their own initiative. Let's go into the real pre-class speech training of literary masters and talk about it. Tudor's cat, look at what the author wrote about cats. What kind of feelings does the author want to express through cats? Students read books, make clear the goals and the learning tasks of this class.
Second, show the learning methods of learning task objectives
Third, read the text silently: students read silently and look up dictionary words. Lay a solid foundation and cultivate students' high generalization ability.
1, use notes and reference books to learn to create new words, and think about the content words of the article while reading.
2. Summarize the content of the article in the most concise language.
Fourth, classroom feedback:
1. Read the words by name, all at once. Several students read the words and said their feelings; Other students supplement and improve. Test the results of self-study.
2. Tell me about your feelings at first reading.
Verb (abbreviation of verb) Read the text aloud: Sketch the familiar text while reading, and analyze the origin, appearance, temperament, status and ending of the first cat. Students can read the text freely and compare the feelings of the three cats with the first two cats and the author after his death. Difference, learn to compare. The difference between cats and the first two. Students sum up the answer from the sketch statement: origin: the third cat was picked up,
Sixth, classroom feedback: the first two cats are coming; Status: The first exercise can be summarized by students.
In your own words, if the third cat and the first three cats are at home, if they are not at home, the first two cats are Molly and have the ability to speak. What are the origins, status and endings of the two cats that are not small lovers and small partners? Is the third cat like this at last? I died in the middle of my injustice. The first of the first two died of illness and the second was lost.
7. Read the comments silently: Read carefully the words you just drew about the cat's appearance, temperament and the author's feelings after the cat's death, and then read the sentences carefully from the aspects of comments, group communication, supplementary sentences and rhetoric, description, detail summary and lyricism. Multi-angle comments, such as lyrical discussion, write your own discussion sentences. Opinions.
8. Classroom feedback: Show it to the students who think the most in your group in turn, and other students will listen and make wonderful comments. Show it to the class (students can make corrections and supplements when giving feedback. Teachers' ability to remember and express language can evaluate, guide and summarize learning methods in time. )
9. Theme inquiry: Why do I think about the third person, group exploration and connection? This link is that the death of a cat is more sad than the death of the first two cats, so that I can actually understand the achievement of the profound goals contained in the story. how much is it? What kind of life inspiration do you have for this? Richard, give feedback to the class.
Ten, class summary:
1. Do you have any summary learning methods after learning this article?
2. What are the gains from discussing lyric sentences and deepening the theme?
Be careful when dealing with people, don't judge people by their appearances, and don't jump to conclusions.
Classroom writing: writing about students you are familiar with is writing training. Small animals, with detailed description or comparison.
Twelve. I recommend watching the theme series "Animals and an Earth-shattering Bug".
Seven, teaching evaluation design: name self-study results (5 points) group communication (5 points) classroom performance (5 points)
Eight, blackboard design:
Lively personality.
Be in a low position
Come and get what should come.
All yellow and gray, very thin.
Lively, melancholy and lazy.
Detailed description nine. Teaching reflection: the design of this course is based on the characteristics of Chinese education in the curriculum standard;
1, with practical characteristics: cultivating students' Chinese practical ability: listening, speaking, reading and writing.
2. Cultivate a good sense of language and overall grasp ability.
3. Use Chinese instead of teaching Chinese. Therefore, the tasks that should be completed in this class have been accomplished, and the key and difficult points have been broken through.
Cat is a famous novel by Zheng Zhenduo. The author tells the story of three times of raising cats in simple words, which is profound, implicit and gloomy. His writing style is simple and delicate, and his feelings are deep and sincere, which has high humanistic value. The length of this article is long, so it is impossible to cover everything in one class. So I think the purpose of classroom teaching is to cultivate students' habits of loving life, being good at observing life and accumulating life, and to teach students the principles and methods of being objective, fair, tolerant and caring for the weak. Teaching students to understand the content of the text is the foundation, and tasting the language is the key point. It is difficult to stimulate students' feelings beyond the works, which is also an important value of literary works teaching. Therefore, I designed three parts for this course:
First, talk about the origin, appearance, temperament and ending of cats: try to let students understand the content of the text through this link, and at the same time cultivate students' ability to filter information and express general narrative. Students are serious and active in class, and this goal has been achieved.
Second, find sentences that describe details and express feelings, and taste the deep feelings of the article: this link is difficult, and it is most important to taste the author's feelings for the third cat. So it takes the most time. Because junior one students are young and have no experience to help them understand, I designed "Suppose your kitten dies?" "Suppose your kitten is taken away?" And a teacher's own personal experience to guide students to understand the taste. This design link combined with practice makes students have something to say, and the answer that students "scold him to death" in class is really a true expression. I noticed the details in this part: the first two kittens are short, and the third kitten is short. This paves the way for understanding the authenticity of the article. The ideal effect has been achieved. Thus, the ultimate goal of the novel is to make people understand.
Third, talk about feelings and understand the truth. In this session, a large number of students spoke, expressing their understanding and successfully completing the task. Finally, contact students and let them understand that smooth narration+sincere feelings+profound truth is the direction of students' efforts. The above three sections make students speak freely, sort out their works, taste their feelings, realize their profound meanings, understand life and learn to be a man. Class is over, the goal has been achieved, and the teaching materials have been dug deep enough. Students are also very active in answering questions in class. Looking back on this class, I am not very satisfied. I feel the biggest regret is that students speak freely and take the initiative to speak, but students still talk less and teachers talk more. Cause analysis: Because the "residual poison" of the traditional teaching concept still affects me, I am eager to answer any questions. Of course, in student activities, teachers' "intervention" is definitely needed. He needs to regulate the direction of activities and enhance the thickness of activities through the "intervention" of art. However, to what extent should the teacher's "intervention" be controlled so as not to usurp the role of the master? This will be a problem that I should pay attention to in my future teaching practice.
Cat instructional design article 3, the first lesson
learning target
1, accumulate new words, find out the sentences describing three cats in the article, and sort out the ideas of the article.
2. Understand the different shapes, temperaments, status in the family and influence on me of the three cats.
Preview self-test
1, reading the text for the first time, pay attention to the underlined words below.
Curse () Disappointment () Encourage () () Curse () A wisp ()
2. The incorrect explanation in the following words is ()
A. encourage others to do it. B. Early warning: prepare for alarm.
C. squat: bend down and lie down. D. disappointment: an unpleasant appearance.
3. This article is selected from (), written by (), a modern writer and scholar from Changle, Fujian.
4. Read quickly and make clear the structural level of the text.
Cooperative investigation
First, create a situation and be passionate.
Students, today, let's listen to a vivid and touching story about raising a cat in Zheng Zhenduo's novel Cats, and experience a thought-provoking happiness and sadness about raising a cat-it's interesting to raise a cat, but where does the sadness come from?
Second, understanding perception.
1. Students speak according to the sentence pattern: "Read, I see a cat."
2. Deduct the induction of "I have had cats at home several times, and the ending is always gone or dead", and guide students to explore the structure of the work: doubt and discussion-can you delete the words about the first two cats?
3. Read aloud, mark the lyrics and feel the feeling of "I".
4. Students speak according to the sentence pattern: "Read, I can feel it."
Solve problems and answer questions
1, focus on reading "I feel very sad ...".
(1) Read by name.
(2) Reading instruction: In order to read the feelings of sadness, remorse and self-blame of "I", we should pay attention to the reading speed and intonation of this paragraph; The speed of speech increased slightly from slow, and the intonation increased slightly from low.
(3) All students read together.
(4) Taste the language.
2. Why did I fly into a rage and abuse the poor cat with a big stick?
Is he the real murderer who killed my hibiscus bird? Where is the evidence?
Feedback expansion
1. Which cat does the author mainly write about and why? Why didn't you just write it? You wrote 1 and 2 cats at the beginning.
2. What are the characteristics at the beginning of the article?
Self-examination/introspection
Second lesson
learning target
1, understand the role of detail description in portraying images, and understand the philosophy contained in stories.
2. Cultivate the feelings of caring for animals and being kind to life.
Preview self-test
Skip the text, mark the origin, appearance, temperament, status and ending of cats, understand the content of the article, and set up a small file for my three cats.
Cooperative investigation
Read life and talk about feelings.
After reading the stories of three cats and the author's voice, we not only share the same fate with cats, but also share joys and sorrows with the author. Students, did the author just talk about cats? We obviously have an illusion: where is this writing about cats? It is clearly a portrayal of the world and human feelings!
Please say it in this sentence pattern.
"(For) _ _ _ _ _ _ _, I want to say _ _ _ _ _ _" Please select an object and speak freely.
Think for a moment, first choose someone and say something.
Poor third cat, I want to say to you:
For the "I" in the article, I want to say to you:
Solve problems and answer questions
1. Why do I think the third cat killed that bird? If 1 and Cat 2 had bitten birds before, what do you think the author's attitude would be?
The white cat seems to pay special attention to the pair of yellow birds and often jumps on the table and stares at the birdcage. It is lying on the balcony basking in the sun, and its posture is very peaceful. It seems that my mouth is still eating. Can the "like, like" added in the middle be removed? Why?
Feedback expansion
How do you feel after learning the article?
Self-examination/introspection
The third category
motion detection
First look at pinyin and write words.
Second, the polyphonic word group.
Third, complete the words.
Fill in the blanks according to the text.
1, the author of this text is _ _ _ _. The article describes the cat's personality in detail-"a little strange." It is embodied in three aspects: (1) _ _ _ _ _ _ _; (2)______; (3)______。
2. "Poke a few small plum blossoms on the manuscript paper", in which "plum blossom" means _ _ _ _. Comparing _ _ _ _ _ to _ _ _ expresses the author's feelings.
Fifth, extract sentences from the text.
(1) The description of cats is honest: _ _ _ _ _ _ _ _ _
(2) Describing cats is very conscientious: _ _ _ _ _ _ _ _ _
(3) Describe the reason why the cat is unhappy: _ _ _ _ _ _ _ _ _